Gadsden State Community College

… for He knows how we are formed, He remembers that we are dust."Psalm 103:14 On one particular morning from the rooftop of our house in Kabul, I noticed the dust.Dust in Afghanistan is familiar and constant; a companion on all roads and ruins, obscuring and coating, a benign frustration, and a mortal hazard.Daily, I watched the dust as symbolic reminder of the complexities of this war-torn land and its proud people.Dust here comes in various hues of red and brown, sparking images of decades enduring spilt blood across a dying landscape.Death has never been far from the daily consciousness of any dweller in this land; an ever-unspoken reminder of the harsh realities of this place.Personally, I know little of it apart from history books, and the memories of those who have spoken about it.However, I have seen the eyes of a longing generation; one that would step over long-drawn boundary lines to glimpse an unknown, imperfect, yet hopeful future.I would do my best to scale that wall with them, guide them down a narrower path; open the gate so they too might enter in.They are proud, loving, hospitable, arrogant, full of life, full of fear, just as we are.There exists little to distinguish our dust from theirs save our understanding of He who has formed us and why.He remembers that we, as they, are all dust and will one day return to our roots.Yet we will not stay; we are and will be changed, resurrected, made new.So should they.

Few problems are more relevant in health care today than nurse recruitment and retention. The purpose of this study was to identify job satisfaction factors for nurse and nursing student education scholarship recipients, as well as examine the relationship of these factors to the intent to complete contractual agreements. Findings revealed that job satisfaction and a positive image of nursing were influential factors in intent to complete contractual agreements. Results may prove valuable information to recruit nursing students and increase job satisfaction.

The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders ( N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.

Arthritis & RheumatismVolume 27, Issue 5 p. 600-600 LetterFree to Read Reply Chris H. Benson MD, Chris H. Benson MD Gadsden, ALSearch for more papers by this author Chris H. Benson MD, Chris H. Benson MD Gadsden, ALSearch for more papers by this author First published: May 1984 https://doi.org/10.1002/art.1780270527AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume27, Issue5May 1984Pages 600-600 RelatedInformation